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Posted by: Topic: Message: The term "technology integration" covers a broad scope in the educational arena and presents a challenge for its leaders, as we find ourselves in the midst of the technological age. Over the last five years, millions of dollars have been channeled into this nation's schools and universities through programs such as the Universal Service Fund, Federal Technology Grants, Foundation Programs, and state and local funds. This has been a tremendous help to all of us and it has been invaluable in moving this nation's schools in the right direction.
Access to technology has surpassed most educators' wildest dreams and many of us wonder what we ever did before we had a computer in our classroom, a laptop in our office, or a phone in our car. Internet access has opened a vast window of opportunity for learning, allowing students in rural areas to virtually travel anywhere in the world and to visit museums, zoos, and theaters on a vast array of subjects. But this window becomes smudged with legal and moral responsibilities and carries a high maintenance price tag in both time and money. Administrators must wrestle with these issues, while ensuring that the investment is really benefiting the students that they serve.
I believe this is why planning, vision, and leadership are critical in integrating technology into education. Technology can be an awesome tool in reaching and motivating students. But the real challenge to educators and community leaders is to look beyond the technology of today, past the word processing, spreadsheets, and the computer aided drafting, and to the future of biotechnology and global position satellites. It is not enough to have computers in the classrooms. We must have a vision of what we can do with this tool and its potential, and take it as far as the actual technology and our creative minds will let us.
We have just scratched the surface on what our students can do. The use of technology teamed with creative minds can foster new jobs, launch new entrepreneurs, and find new cures. Calloway County began a new class that trains our students to become knowledgeable on networking and technical skills. These students can advance to a technical college and have companies seeking them out within two years of high school.
Once a school has determined its vision for technology, true planning should involve all of the stakeholders with the help of dedicated leaders, who are identified to keep the school on track. The real difference is in the leadership of the school or university. There has to be leaders who recognize the potential of technology and realize that true professional development includes hands-on training, immediate access to the equipment, technical support, and continual monitoring of the program and its needs. The Kentucky Education Technology System or KETS has shifted its focus from access to implementation and is stressing the need for MEANINGFUL professional development in its schools. Technology academies and university partnerships can quickly advance the program. Recognizing teachers who have a special interest in technology and providing them with advanced training will yield high returns; and having student-led technology clubs with a vivacious sponsor will improve student-teacher relationships, while building skills for both.
But the true test of technology integration will be found in the leadership of the organization. There must be leaders who look beyond the present technology to what is coming in the future. They must plan for the expense of maintaining old technology and networks, while generating funds for new ones. They must look out among their faculty and encourage those who are willing to learn. And they must work with their communities, state departments, and politicians to ensure that "technology integration" makes a real difference and is not just another way to type a paper.
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